WHAT IS RELEVANT VOCABULARY?

In both PICTURE DISCUSSION and CONVERSATION, we need to take note of what to say to the examiners.  We should use WORDS / PHRASES and EXPRESSIONS which clearly and meaningfully convey our thoughts in ENGLISH to our listeners, in this case the examiners. 

RELEVANT VOCABULARY is RELEVANT to the context and the story which we think up to explain and interpret the PICTURE. 

In CONVERSATION, RELEVANT VOCABULARY helps us carry our thoughts through VERBALISING them via our tongue and mouth.  We say things meaningfully to sustain a conversation between ourselves and the examiners in this case. 

So, we do not impress the examiners with BOMBASTIC words or phrases or expressions.  The correct thing to do is to speak RELEVANTLY and MEANINGFULLY. 

PICTURE DISCUSSION - PHOTOGRAPH FROM BEYOND 7

1.  Why are these people gathered here? 

2.  Explain why the woman in the picture is smiling? 

3.  What do you think will happen after this?

PICTURE DISCUSSION - PHOTOGRAPH FROM BEYOND 6

1.  Explain what is happening here.

2.  The man is writing something on his notebook. What do you think he has been doing before this?

3.  What do you think the person standing with his back against the noticeboard is thinking at the moment?

PICTURE DISCUSSION - PHOTOGRAPH FROM BEYOND 5

1.  Compare the people who are standing with those who are seated.  

2.  What do you think the second boy on right might be thinking?

3.  What do you think will happen to those people who are standing in the next half an hour? 

                                                             Kenny Yeo at his desk

                                            Excuse me, are you Samuel Kum Jun Xiang?

PICTURE DISCUSSION - PHOTOGRAPH FROM BEYOND 4

1.  What is the aim of this group of people?

2.  What do you think the boy in the centre of the picture is thinking at the moment?

3.  What do you think is going to happen next?  /  What do you think has happened five minutes ago?

                                 Leon Lin thinking and thinking and thinking and thinking and thinking....

Jeevanjot Singh

Joseph Chan working angelically.

PAPER 3: ORAL COMMUNICATION EXAMINATIONS SCHEDULE 4D.2010

EXAMINATION DATE: 8 JULY 2010 (THURSDAY)
St. Hilda's Secondary School
Teachers' Team is F012
12080036      Abdullah B Shaik Lebbai
12080037      Alphonsus Chia Yan Hwee
12080038      Amanda Ng Huiting
12080039      Benjamin Ann Zheng Hao
12080041      Chan Wai Meng Gabriel
12080042      Choo Xin Hong Arella
12080043      Chua Guang Zuo Wien
12080044      Daryl Ian Neo Zuo Yuan
12080045      Desmond Lim Wei Sheng
12080046      Eng Ronggui
12080048      Jazreel Soh
12080049      Jeevanjot Singh Narula

EXAMINATION DATE: 9 JULY 2010 (FRIDAY)

St. Hilda's Secondary School
Examiners' Team is F012
12080050     Jiang Ming Jun Nathanael
12080051     Joel Yeo Wei Xiang
12080052     Kenneth Tham Zhenjie
12080053     Kenny Yeo Yu Siong
12080054     Kum Junxiang
12080055     Lee Qicheng
12080057     Lin Zhengheng Leon
12080059     Ong Lian Hao Brian
12080060     Ong Ye Jie Eleazar
12080061     Viknarajah
12080062     Say See Chian Brendan
12080063     Sean Ng

EXAMINATION DATE: 12 JULY 2010 (MONDAY)
St. Hilda's Secondary School
Examiners' Team is F012
12080065      Stanley Ng Ding Feng
12080066      Tan Bo Yu Daniel
12080068      Tay Daniel
12080069      Wiskilver John Saberon Bitoon
12080070      Wong Zuo Wei

EXAMINATION DATE: 13 JULY 2010 (TUESDAY)
St. Hilda's Secondary School
Examiners' Team is F012
12080040       Chan Jun Heng Joshua
12080047       Goh Si Yun Vivian
12080056       Lim Jia Qi
12080058       Ong Jian JIe Mervin
12080064       Sheikha Ummairah Bte Zulkiffle
12080067       Tan Kai Xiang

READING ALOUD IN CLASS - 3

There is, moreover, direct evidence that infections and parasites affect cognition.  Intestinal worms have been shown to do so on many occasions.  Malaria, too, is bad for the brain.  A study of children in Kenya who survived the cerebral version of the disease suggests that an eighth of them suffer long-term cognitive damage.  Diarrhoea strikes children hard.  It accounts for a sixth of infant deaths, and even in those it does not kill it prevents the absorption of food at a time when the brain is growing and developing rapidly.
Taken from The Economist, July 3 - 9 2010 

READING ALOUD IN CLASS - 2

The brains of newly born children require 87 percent of those children's metabolic energy.  In five-year-olds the figure is still 44 percent and even in adults the brain - a mere two percent of the body's weight - consumes about a quarter of the body's energy.  Any competition for this energy is likely to damage the brain's development, and parasites and pathogens compete for it in several ways. 
Taken from The Economist, July 3-9 2010 pp. 71 

READING ALOUD IN CLASS - 1

Human intelligence is puzzling.  It is higher, on average, in some places than in others.  And it seems to have been rising in recent decades.  Why these two things should be true is controversial.  A group of researchers at the University of New Mexico propose the same explanation for both:  the effect of infectious disease.  If they are right, it suggests that the control of such diseases is crucial to a country's development in a way that had not been appreciated before.  Places that harbour a lot of parasites and pathogens not only suffer the debilitating effects of disease on their workforces, but also have their human capital eroded, child by child, from birth. 
taken from The Economist, July 3 - 9 2010, pp. 71

PICTURE DISCUSSION - PHOTOGRAPH FROM BEYOND 3

    [a]  What do you think is the event?
    [b]  What do you think the woman at the right of the picture will be doing next?
    [c]  What is the man on the left hand side of the picture thinking at the  moment?